edX recently commissioned a study of nearly 1,000 videos, segmenting them out by by video type and production style, and discovered this among their other findings:
Shorter videos are more engaging. Engagement drops after 6 minutes.Videos with a more personal feeling are more effective than high-fidelity studio recordings. Videos in which the instructor speaks quickly and with high enthusiasm are more engaging.Khan-style tablet drawings are more engaging than power point slides.
Via Dennis T OConnor
Ever wonder how students feel about learning online? At the recent iNacol Virtual Schools Symposium participants were treated to an experience that is surprisingly is rarely available at education conferences. We had the opportunity to hear directly from a panel of students who explained why they preferred learning online. Here are some of the reasons shared by these students and others I heard from explaining why students preferred this method of learning.
Now that reading online involves a bevy of social actions, from sharing to commenting across a plethora of devices, how many of your site’s readers will make it past the first paragraph?.
Recently Slate's technology columnist investigated this issue further in his article You Won’t Finish This Article. Using data from Chartbeat, he found that most readers don’t engage with the article, and if they do, they are inclined to do so before scrolling half-way down the page.
To help us better understand the risks and opportunities about online readership, and to help you, dear reader, get to bottom of this article faster, we present you with an infographic that summarizes it all.
...But then I realised I was confusing two, albeit, related issues : willingness to learn and ability to learn for oneself. So I decided to try and plot these two issues on a chart.
Whereas those who are willing and keen to learn (in the top left-hand quadrant), just do it and pretty much sort themselves out, it is those in the bottom right-hand quadrant – the directed, unwilling learners who are not motivated or interested in learning, and expect to be taught. And this is clearly where most training efforts are placed. Hence the constant stream of advice about how to make learning effective, appealing, engaging – how to use the right colours or font sizes or images or whatever – in a desperate attempt to motivate the unwilling learner.
Every so often when I’m tweeting or emailing, I’ll think: Should I really be writing so much?
I tend to get carried away. And for the times that I do, it sure would be nice to know if all this extra typing is hurting or helping my cause. I want to stand out on social media, but I want to do it in the right way.
Curious, I dug around and found some answers for the ideal lengths of tweets and titles and everything in between. Many of these could have been answered with “it depends,” but where’s the fun in that?
Solid research exists to show the value of writing, tweeting, and posting at certain lengths. We can learn a lot from scientific social media guidelines like these. Here’s the best of what I found.
You know that bumper sticker that says, “If you can read this, thank a teacher”? It’s the literal truth. While most of us spend more time thinking about reality TV stars and pro athletes, teachers are among the few people who truly affect our ...
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